Brehita Mustika Wijaya C9307109

(1)

perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

THE USE OF PICTURES IN TEACHING

VOCABULARY TO THE FIFTH GRADE OF SDN 03

NGADILUWIH MATESIH

FINAL PROJECT REPORT

Submitted as a Partial Requirement in Obtaining Degree in the English Diploma Program, Faculty of Letters and Fine Arts

Sebelas Maret University

By:

Brehita Mustika Wijaya C9307109

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

(2)

commit to user

ii

APPROVAL OF SUPERVISOR

Approved to be examined before the board of examiners,

English Diploma Program, Faculty of Letters and Fine Arts,

Sebelas Maret University

Title

Name

NIM :

:

THE USE OF PICTURES IN TEACHING VOCABULARY TO

THE FIFTH GRADE OF SDN 03 NGADILUWIH MATESIH

Brehita Mustika Wijaya

C9307109

Supervisor

Ida Kusuma Dewi, SS., MA. (______________________)

(3)

perpustakaan.uns.ac.id digilib.uns.ac.id VOCABULARY TO THE FIFTH GRADE OF SDN 03 NGADILUWIH MATESIH

Brehita Mustika Wijaya C9307109

December 17th, 2010

Accepted and approved by the Board Examiners, English Diploma Program, Faculty of Letters and Fine Arts

Sebelas Maret University

The Board of Examiners

1. Dra. Endang Sri Astuti, MS. (______________________)

Chairman NIP. 195208141981032001

2. Dra. Nani Sukarni, MS. (______________________)

Secretary NIP. 195103211981032002

3. Ida Kusuma Dewi, SS., MA. (______________________)

Examiner NIP. 197105251998022001

Faculty of Letters and Fine Arts, Sebelas Maret University

Dean,

(4)

commit to user

iv MOTTO

Pray that the road is long,

With such joy, you will enter ports seen for the first time;

(5)

commit to user

v

DEDICATION

I would like to dedicate this final project to:

 My Mom

(6)

commit to user

vi PREFACE

First of all, I would like to thank to Allah SWT, only because of Allah

SWT; finally I have been able to finish this final project report entitled “The Use

of Pictures in Teaching Vocabulary to The Fifth Grade of SD N 03 Ngadiluwih

Matesih.” It was made as a partial requirement in obtaining degree in the English

Diploma Program, Faculty of Letters and Fine Arts Sebelas Maret University.

In this final project report, I was interested in discussing about the use of

pictures in teaching vocabulary to the fifth grade. Because I handled the fifth

grade and vocabulary is the most important element.

Finally, I realize that this final project report is far from being perfect.

Therefore, all criticisms and suggestions are accepted for improving of this report.

I hope this final project report will be beneficial for the readers to improve their

(7)

commit to user

vii

ACKNOWLEDMENT

Alhamdulillahirabbil’alamin. Praise to Allah, due to his mercy and aid, I

have been able to accomplish this final project. However, this final project would

not have finished without the assistance of many individuals. Therefore, I would

like to express my gratitude to:

1. The Dean of Faculty of Letters and Fine Arts, Sebelas Maret University,

Drs. Sudarno, MA.

2. The Head of English Diploma Program, Yusuf Kurniawan, SS, MA.

3. My Supervisor of final project, Ida Kusuma Dewi, SS,. MA. for her time,

guidance, advice, suggestion, correction and motivation during the process

of finishing this final project.

4. My academic supervisor, Dra. Susilorini, MA. for her guidance and

suggestion during my study.

5. The Headmaster of SDN 03 Ngadiluwih, Wursini, S. Pd for the permission

and opportunity to have the job training in SDN 03 Ngadiluwih.

6. All the teachers (especially Nurul Hidayati, S.Pd and Vivin Azzola

Elwavi, S.Si) and the students of SDN 03 Ngadiluwih for accepting me

well. I do apologize if I made mistakes during the job training.

7. All the lectures of English Diploma Program for sharing their knowledge.

8. My beloved parents, Hari Mulyono (Alm) and Ariani Restiningsih, and

my sisters (Pita, Beta and Delima) for love, support and pray.

9. Tesa Theatre thanks for being my second family.

(8)

commit to user

viii 11.Adystya Imawahyu for being my partner.

12.Sewelas Kost for our togetherness.

13.All my friends in English Diploma 2007.

At least, I would like to thank you for The Zahir and everyone whom I can

not mention, for the help in accomplishing this final project. Hopefully, this

(9)

commit to user

ix ABSTRACT

Brehita Mustika Wijaya. 2010. The Use of Pictures in Teaching Vocabulary to The Fifth Grade of SDN 03 Ngadiluwih.English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University.

This final project report was written based on the job training in SDN 03 Ngadiluwih Matesih on February 1st to February 27th 2010. The purposes were to describe the use of pictures in teaching vocabulary to the fifth grade of SDN 03 Ngadiluwih Matesih, to show the problems of using pictures, and to give the solutions to the problems.

During the job training, some activities such as class observation, teaching class and making lesson plan were done. In teaching English vocabulary, I used pictures in some teaching steps; they are in warming up, presentation and assessment.

(10)

commit to user

x

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL OF SUPERVISOR ... ii

APPROVAL OF THE BOARD EXAMINERS ... iii

MOTTO ... iv

DEDICATION ... v

PREFACE ... vi

ACKNOWLEDGEMENT ... vii

ABSTRACT ... ix

TABLE OF CONTENTS ... x

CHAPTER I : INTRODUCTION ... 1

A. Background ... 1

B. Objectives ... 3

C. Benefits ... 3

CHAPTER II : LITERATURE REVIEW ... 4

A. Teaching English to Young Learner ... 4

B. Teaching English Vocabulary to Young Learner ... 8

C. Picture ... 12

D. Young Learner ... 14

CHAPTER III : DISCUSSION ... 17

A. Description of SDN 03 Ngadiluwih ... 17

1. Description of SDN 03 Ngadiluwih ... 17

(11)

commit to user

xi

3. The Organization Structure of SDN 03 Ngadiluwih ... 19

B. The Activities During The Job Training in SDN 03 Ngadiluwih ... 20

1. Class Observation ... 20

2. Teaching Class ... 21

3. Making Lesson Plan ... 22

C. Discussion ... 25

1. The Use of Picture in Teaching English Vocabulary ... 25

2. Students’ Comment about The Use of Picture in Teaching Vocabulary ... 31

3. Advantages of Using Pictures in Teaching Vocabulary ... 32

4. Disadvantages of Using Pictures in Teaching Vocabulary ... 32

D. The Problems of The Use of Picture in Teaching Vocabulary to The Fifth Grade of SDN 03 Ngadiluwih ... 34

E. The Solutions for The Problems The Use of Picture in Teaching Vocabulary to The Fifth Grade of SDN 03 Ngadiluwih ... 35

CHAPTER IV : CONCLUSION AND SUGGESTION ... 36

A. Conclusion ... 36

1. The Use of Picture in Teaching English Vocabulary ... 36

2. The Problem and The Solution of The Use of Picture in Teaching Vocabulary to The Fifth Grade of SDN 03 Ngadiluwih .... 38

B. Suggestion ... 39

BIBLIOGRAPHY

(12)

commit to user

1 CHAPTER I

INTRODUCTION

A. Background

Indonesia National Education Department tries to introduce

English to young learner. The department includes English in the

curriculum for elementary school. The curriculum for the elementary

school states that English can be thought in elementary school if it is

necessary. Therefore, English is not compulsory subject in elementary

school but it is thought as a local content. English can be thought from

fourth grade (GBPP Muatan Lokal Bahasa Inggris, 2004).

In elementary school, students only study Basic English. They

study about English Vocabularies and simple grammar. Vocabulary

however, is the most importance element. Dellar H. and Hocking D. (In

Thornbury, 2002) say “If you spend of your time studying grammar, your

English will not improve very much. You will see most improvement if

you learn more words and expressions. You can say very little with

grammar, but you can say almost anything with words.” The above

statement shows that to be able to communicate in English, learning

vocabularies and expressions is more significant than learning grammar.

It is not easy to teach vocabulary to the students of elementary

school. It needs some strategies. One of the strategies is by showing real

object. However, showing real object is impossible if they are studying

(13)

commit to user

2

teacher can bring pictures of the objects rather than bringing the real

objects. Bringing picture will help students in their learning because they

have something associate with. Picture is one of effective media to

introduce English to young learners. It can help children to say or write

something and to memorize the name of the objects.

Based on the explanation above, the writer was interested in doing

a job training in SD Negeri 03 Ngadiluwih which is located in Matesih

District, Karanganyar Regency. The purpose of the job training is to give

students chances to gain job experience by learning by doing. The writer

chooses SD Negeri 03 Ngadiluwih because this elementary school is one

of the best schools in Matesih district. Another reason is that English is not

taught as a compulsory subject in this school. The writer handled first

grade until sixth grade. This report however, focuses on teaching English

in the fifth grade. The writer focuses on teaching vocabulary by using

pictures because vocabulary is the most important element. The writer also

focuses on the use of picture in teaching vocabulary. Therefore in this final

project the writer presents a report entitled “The Use of Picture in

(14)

commit to user B. Objective

The objectives of this final project are:

1. to describe the use of picture in teaching vocabulary to the fifth grade

of SD Negeri 03 Ngadiluwih.

2. to know and to describe the problems of the use of pictures in teaching

vocabulary to the fifth grade of SD Negeri 03 Ngadiluwih.

3. to find the solutions of the problems.

C. Benefits

The writer hopes that this final project can give benefits to:

1. English teacher of SD Negeri 03 Ngadiluwih

Hopefully, this final project can be used as additional information

to develop her/his strategies in teaching vocabulary by using pictures.

2. Students of English diploma Program Majoring in Teaching

The writer hopes that final project will give additional information

for the students of English diploma program majoring in teaching

(15)

commit to user

4

CHAPTER II

LITERATURE REVIEW

A. Teaching English to Young Learner

According to Oxford Advanced Learner’s Dictionary, the word of

teaching is defined as “a process of giving instruction of knowledge, skill,

subject, etc” (1995:1225). Douglas Brown also states that teaching is

“showing or helping someone to learn how to do something, giving

instruction, guiding in the study of something, providing with knowledge,

causing to know or understand” (1994:7).

Teaching English to young learners is not easy. It is different from

teaching English to adults. Adult learns about grammar and apply it into

complex sentences. Young learners study vocabulary and simple grammar.

Teaching English to young learners needs some variations, because young

learners have some characteristics. Scott and Ytreberg (2000, 5-7) give

some explanations about how to teach children, as presented in the

following part:

a. Words are not enough

Most activities for the young learners need movement and involve the

sense. Teachers will need several objects and pictures for teaching

young learners. Real objects or pictures are appealing to them and easy

(16)

commit to user b. Play with language

Teachers need to let students talk nonsense, experiment with words

and sounds. We can make up rhymes, sing songs, and tell stories. Play

with language will help the pupils to develop their foreign language

and it is very natural stage in the first stage of foreign language

learning.

c. Language as language

Teachers should be aware that language is something separated from

the events that occure. Most eight to ten year olds have got awareness

in their own language. Teachers can use facial expression, movement

or other clues to accompany the spoken language. Teachers should

take advantage of these instructions. Because when the pupils start to

read, the language becomes something permanent and there was fewer

other clues to meaning. Pupils can take book home, they can start read,

they can stop read, think about the language and work the language.

These are same as writing. Therefore, reading and writing are

important in child’s growing awareness of language and for their own

growth in the language. Although both of them take the time and need

patience in learning language.

d. Variety in the classroom

When the pupils are in class, concentration and attention spans are

short. So, we need a variety. Variety can be variety of activity, variety

(17)

Teachers ask the students to work in group. It does not mean they have

to work in group all the time, but most children like to have other

children around them and to sit with encouraging cooperation.

g. Grammar

Although childrens are good in taking foreign language, but very few

of childrens are able to master grammar. As a teacher, teachers should

introduce some sort of simple grammar. It does not mean teaching

grammar rules to the whole class. But teachers can do it when teachers

are correcting their written work, or when teachers are teaching in

front of class. For example: teachers use „did she...?’ and „does she

...?’, one of the students may ask what the difference is between „did’

(18)

commit to user h. Assessment

Assesment is useful for teachers to know each child’s progress. So,

teachers can tell to the parents how their children regularly about their

work and encourage self-assessment.

Adrian Doff in Teach English: A Training Course for Teachers,

says that there are some steps in teaching english. They are:

a. Say the word clearly and write it on the board

b. Get the class to repeat the word in chorus

c. Translate the word into the students own language

d. Ask the students to translate the word

e. Draw a picture to show what the word mean

f. Give an English example to show how the words is used

g. Ask questions using the new word. (1998:11).

Fletcher and Garman, in Language Acquisition, say “Children learn

a new language from what they hear and they use their ability to imitate

the sound of words from the adult” (1986:210). It means that children

learn new words by hearing people saying the words and try to understand

their meaning by observing anything associate with them. Then, they try to

produce the sounds themselves and practice it, finally they can say the

words like what adults do.

From the explanation above, I can conclude that teaching English

(19)

commit to user

8

appropriate method to teach them. Because, young learners include

movement and involve the senses in their activities. In this case, picture

can help the student in learning English especially vocabularies. Through

pictures, they will be more interested in listening what the lesson given by

the teachers. They are also more curious to the teachers when the teachers

give them a topic using picture. They will ask to the teachers what the

picture is.

B. Teaching English Vocabulary to Young Learner

Oxford Advanced Learner’s Dictionary defines vocabulary as “a

list words with their meaning, especially one that accompanies a textbook

in foreign language” (1995:1331). If students do not know the meaning of

word, they will be in difficulty in understanding what they learn or making

a sentence.

Dellar H. and Hocking D. (In Thornbury, 2002:13) say “If you

spend of your time studying grammar, your English will not improve very

much. You will see most improvement if you learn more words and

expressions. You can say very little with grammar, but you can say almost

(20)

commit to user

communication purposes particulary in the early, when students are

motivated to learn the basic words they need to get by in the language...”

(1995:142)

The teacher should have some strategies to make the students

interested in and enjoy learning vocabulary. Brewster in her book, The

Primary English Teacher’s Guide (1992:90), mentions some techniques in

teaching vocabulary. They are:

1. Using Objects

Teacher can use real objects when introducing a new word. These

objects can visualize the word, so that the students can memorize the

word easily.

2. Using Illustration and Pictures

Teacher can also introduce a new word by using illustration or picture.

These can help and support the students to understand the meaning of

word more memorable.

3. Repetition

Children learn new word regularly but they also forget it quickly. So

teacher should repeat the words again and again. It can help the students

to memorize the word easily.

4. Mime, Expression, and Gesture

Teacher can use mime, expression and gesture to introduce a new word.

For example, when teacher is introducing the word „sleep’, teacher can

(21)

commit to user

10

5. Guessing from context

Teacher should construct children’s confidence in learning language. It

can be done by helping the students to guess the meaning of words and

then using mother tongue or illustration.

6. Practicing and checking Vocabulary

Practicing and checking vocabulary are very important to check the

progress of the students in learning language. Teacher can give them

some tests or practices after getting the material. The tests and practices

can be matching words to the pictures, guessing games, and labeling.

The book of The Practice of English Language Teaching

(1998:161-162), Jeremy Harmer also mentions that there are many ways to

bring new words into the classroom by giving realia; pictures; mime,

actions, and gesture; contrast; enumeration; explanation; translation:

a. Realia

Bringing „realia’ or things into the classroom is one way of presenting a

new word. Teacher can bring „pen, „ball’, „ruler’, etc. When teacher is

teaching in a class, teacher holds up the object and points it, then says

the word and asks the students to repeat what teacher is saying about

the names of the objects.

b. Pictures

It is imposible if teacher brings the real object when teacher is

introducing a new word like „ship’, „train’ into the class. The solution is

(22)

commit to user

Pictures can be board drawing, wall pictures and charts, flashcards,

magazine pictures, and any other non-technical visual representation.

c. Mime, action and gesture

Teacher can use mime, action and gesture to explain the word meaning

of actions. For example teacher is explaining the word „run’, then

teacher is running in front of class.

d. Contrast

In this concept, teacher can present the meaning of „empty’ by

contrasting it with „full’, and „big’ by contrasting it with „small’.

Teacher can present these concepts by using pictures, mime, and

drawing attention to the contrasts in meaning teacher ensures her/his

students’ understanding.

e. Enumeration

This concept refers to genereal and specific words. For example:

teacher will say vegetable, then teacher explains that word by

enumerating or listing various items that relate to vegetable.

f. Explanation

Explaning the meaning of vocabulary items is difficult to the beginner

and elementary levels. But this technique can be used to the

intermediate level. When teacher explains the meaning of „mate’

(=friend), teacher can explain that „mate’ is usual used for male than for

(23)

commit to user

12

g. Translation

In presenting the meaning of words, translation is quick and easy way.

But, it also has problems. In the first place, teacher may gets problems

in translating the meaning of word, but in second place, it is easy to

translate the meaning of words. Translations is a good idea to solve the

problems quickly. But, teacher should consistent to use the mother

tongue. Because it is helpful for teacher and students.

All of these presentation techniques are very usefull in

presenting a new word. Teacher can combine those presentation

techniques in teaching vocabulary.

C. Picture

There are several techniques to teach English vocabulary.

Thornbury in How To Teach Vocabulary, states that there are six

techniques to present the meaning of word, they are translation, real

things, pictures, actions/gestures, definitions, and situations (2002:77).

Picture is one of media that can be used in teaching vocabulary and

make the students interested in learning the vocabulary. Because pictures

can help the students to memorize vocabularies easily. Wright states some

role of pictures in language learning especially in speaking and writing:

a. Pictures can motivate students and make him/her want to pay attention

(24)

commit to user

b. Pictures contribute to the context in which the language is being used.

They bring the world into the classroom.

c. Pictures can be described in an objectives way or interpreted or

responded to subjectively.

d. Pictures can cue responses to questions or cue substitutions through

controlled practice.

e. Pictures can stimulate and provide information to be referred to in

conversation, discussion, and storytelling (1997:17).

Vale and Feunteun also state that teacher can use the visual aids

(picture) to:

1. support understanding when the children are listening

2. put across the meaning of vocabulary

3. prompt and support reading

4. provide a topic or visual focus to prompt speaking or writing

5. provide a visual link between L1 and English

6. provide support and motivation for early reading and writing in

english

7. provide ways around communication barriers (Vale and Feunteun:

1995).

Teacher has to select picture that is used in our teaching. Teacher

has to consider some cases to fix that our picture are appropriate and

understand by the students. There are five criterias that Bowen defines,

(25)

commit to user

14

1. Appeal

The pictures that teacher give, should be interesting for the students

and should represent the imagination of the class.

2. Relevance

The pictures should be appropriate for the purpose of the lesson.

3. Recognition

The significant features of the pictures should be within the students’

knowledge and cultural understanding.

4. Size

The size of the pictures should be large enough. So, the pictures can

be seen clearly by all students in class.

5. Clarity

The pictures given should be clear. Choice of outlines, constrast in

tone and colour are important. It is done to avoid ambiguity.

Pictures will help teacher in introducing english vocabulary to

young learners. Harmer says that teacher can bring a pen into the class, but

it is impossible bringing a car. Teacher can use picture for the solution

(1994). It can be said that pictures are very usefull in teaching english

vocabulary.

D. Young Learner

Sarah Philips says that “young leaners mean children from the first

year formal schooling (five or six year olds) to eleven or twelve year olds”

(26)

commit to user

have some characteristic that vary greatly from adult. So, teachers should

know and understand with those characteristic. Scott and Ytreberg have

divided the children into two main groups, they are:

a. the five to seven year olds

b. the eight to ten year olds

They assumed that the five year to seven year olds are all at level

one, the beginner stage. The eight to ten year olds may also be beginners,

or they may have been learning the foreign language for some time. So,

both of those characteristics have different characteristic.

a. Five to seven year olds

- _{They can talk about what they are doing.}

- _{They can tell you about what they have done or heard.}

- _{They can plan activities.}

- _{They can argue for something and tell you why they think what}

they think.

- _{They can use logical reasoning.}

- _{They can use their vivid imaginations.}

- _{They can use a wide range of intonation patterns in their mother}

tongue.

- _{They can understand direct human interection. (2000, 1-2)}

b. Eight to ten year olds

- _{Their basic concepts are formed. They have very decided views of}

the world.

(27)

commit to user

16

- _{They ask questions all the time.}

- _{They rely on the spoken word as well as the physical world to}

convey and understand meaning.

- _{They are able to make some decisions about their own learning.}

- _{They have de}finite views about what they like and don’t like doing.

- _{They have a developed sense of fairness about what happens in the}

classroom and begin to question the teacher’decisions.

(28)

commit to user

17 CHAPTER III

DISCUSSION

A. Description of SDN 03 Ngadiluwih

1. Description of SDN 03 Ngadiluwih

SD Negeri 03 Ngadiluwih is one of the elementary schools in

Matesih. It is located at Trogo, Ngadiluwih, Matesih Subdistrict, Karanganyar

Regency. SDN 03 Ngadiluwih was established on 15 October 1984. SDN 03

Ngadiluwih is led by a headmaster, she is Mrs. Wursini, S. Pd. This school

has cooperated with the school committee to manage and to arrange the

relation between the school and the society.

The school building consists of the headmaster room, teachers’ room,

six classrooms, library, musholla, computer laboratory, kitchen and

bathroom.

SD Negeri 03 Ngadiluwih has nine teachers. Six teachers are

classroom teacher, each of them has to be responsible to manage a class and

they teach most of the subjects in the class. Two teachers are responsible for

teaching specific subjects such as religion and sport. The teacher is

responsible for teaching English and computer.

The total number of the students in SD Negeri 03 Ngadiluwih is 91

students, consisting of 40 boys and 51 girls.

The teaching and learning process in SD Negeri 03 Ngadiluwih is

(29)

commit to user

18

11.00 for the first and the second years students; and 07.00 to 12.30 for the

third to the sixth years students.

2. Teachers Work Group

Every Saturday, teachers in SD Negeri 03 Ngadiluwih attend Teachers Work

Group meeting. Teachers Work Group is an association of all the teachers to

discuss everything which has relation with the education such as subject

competitions, PORSENI (Art and Sport exhibition week), little doctor

program. The function of Teachers Work Group meeting is to improve the

(30)

commit to user

3. The Organization Structure of SDN 03 Ngadiluwih

Every school has the organization structure. It has purpose to control

the school. SDN 03 Ngadiluwih also had the organization structure of the

school for 2009/2010.

The Organization Structure of SDN 03 Ngadiluwih 2009/2010

Headmaster

Village Chief The Head of _Committee

(31)

commit to user

20

B. The Activities During The Job Training in SDN 03 Ngadiluwih

In this part, the activities during the job training in SDN 03 Ngadiluwih

collecting any information about the school to support the research.

The activities consisted of outclass-observation and inclass-observation.

Outclass-observations were observations about the school condition, the

students and the teachers, especially the English teacher. The English teacher

told me some instructions about teaching English, the characteristic of the

students, the English lesson schedule, the English book, and the material that

I had to teach for the first grade to the sixth grade. She also asked me to

handle English lesson for the first grade to the sixth grade. The book that the

English teacher used was the exercises book entitled “Bahasa Ingris”

published by PT. Azet Media Paramitra.

Inclass-observations were observations to the fifth grade class. It was done

at the break time. I should know the class conditions further more. There was

no teacher who accompanied me in the fifth grade observation. In the

observation, introducing to the students, asking the material and the way of

English teacher teaching were done. It was very important when doing a job

(32)

commit to user 2. Teaching Class

Teaching class began on the second day of the job training. There was no

teacher who supervised me in teaching English during the job training. The

English lesson was taught for 70 minutes, once a week. Therefore, I taught

four times for each class in the job training. The class taught firstly was the

third grade on Tuesday at 11.15-12.25. To know each other, introduction was

done. For the first meeting, the activities were about introducing, reviewing

the last material and introducing the new material. The new material was

about “Order and Request”. The ending of the lesson were a review for the

new material and giving home work.

Over all, the materials for the first grade to the sixth grade were about

introducing vocabulary in several topics. The book also contained vocabulary

pictures. However, simple grammar was also introduced.

English lesson for the fifth grade was taught on Thursday at 11.15-12.25.

English teacher told me that the last material was about profession, so she

asked me to continue the next material, transportation, and to give review for

the previous material. The teaching media was not used for the first meeting

in the fifth grade. Therefore, the students felt bored, because only the

exercises book were used in teaching them, some of them talked with their

friends and were busy with other activities.

Greeting was given before the beginning of the lesson. I began the lesson

by reviewing the previous lesson and discussing homework if there was any.

After reviewing the previous material, some exercises in exercise book were

(33)

commit to user

22

students knew the right answer and understand the material better. Since, the

exercises in this book were related to the material that the teacher given.

Asking some questions related to the material was given before the end of the

lesson. The aim of this activity was to know whether or not the students have

understood the material given. Giving homework and saying “thank you for

your attention and see you” ended the lesson.

3. Making Lesson Plan

Lesson plan helps the teacher in what the teacher must do in teaching

English and to control the material given to the students based on the

curriculum concept. Therefore, teacher can minimize their mistakes and

control the class when doing the job training.

The teacher usually makes lesson plan before presenting the material to

the students. I, however, only made lesson plan for the fifth grade. For the

others classes, only the points that I should do in teaching English was made.

There were differences between the class handled based on lesson plan and

the class handled without lesson plan. The class management of that with

lesson plan was better than that of which without lesson plan.

The lesson plans for the fifth grade were about profession and

transportation based on the material given by the English teacher. The

material was based on the exercises book, Bahasa Inggris. The English

teacher also gave me some suggestions in making lesson plan. The lesson

(34)

commit to user a. Greeting

Greeting was given as the beginning of the lesson. The greeting had a

purpose to know whether the students were ready to learn and to make the

students accustomed to using greeting in everywhere if they meet

someone. The expressions for greeting usually used between me and the

students were:

Me : “Good afternoon students?”

Students : “Good afternoon Miss”

Me : “How are you today?”

Students : “I am fine, and you?”

Me : “I am fine too, thank you”

Checking the student’ attendances were done after greeting. Then I asked

them whether or not they had homework. If they had homework, the

homework would be discussed first.

b. Warming up

Asking some questions related the topic was done before the lesson was

begun. After that, I told the topic that would be learned and gave three

pictures as a beginning. The pictures were commonly known by the

students.

The examples of the warming up using pictures to the students were:

Teacher : Do you know what the picture it is?

(I showed the picture of car)

Students : Yes, Miss. Gambar mobil

(35)

commit to user

24

c. Presentation

In this step, the material was explained clearly. Some pictures related to

the topics were shown to introduce the vocabularies.

I also made an interaction while showing the pictures. The interaction was

as follows:

Me : Do you know what it is?

(I showed a picture of plane)

Some students : Gambar pesawat Miss!

Some other students : Plane!

Me : Good. It is a plane. It is one of air transportation.

Now repeat after me, it is a plane.

The students : It is a plane.

Then, the name of plane was written on the blackboard.

Besides that, Picture cards or flash cards were also given. It had purpose to

motivate the students and to make the students pay attention and to take a

part in learning vocabulary. The students were divided into four groups.

d. Assessment

The students had to do the exercises individually and in group. The

(36)

commit to user C. Discussion

In this part, the explanation of discussion will be explained into four parts.

They are the use of picture in teaching English vocabulary, students’ comments

about the use of picture in teaching vocabulary, advantages of using pictures in

teaching vocabulary and disadvantage of using pictures in teaching vocabulary.

1. The Use of Picture in Teaching English Vocabulary

Pictures are one of visual aids that can be used by a teacher in introducing

a new word. These can help and support the students to understand the

meaning of word better. Pictures can visualize the words, so that the students

can memorize the word easily.

In teaching vocabulary to the fifth grade, visual aid was also used, it was

picture. The use of pictures was firstly done in the second meeting in which

the material was about transportation. Teaching vocabulary using pictures

was done in warming up, presentation and assessment steps.

1.1Warming Up

After giving questions to the students, three pictures were given. The

pictures were commonly known by the students, for example car, bus and

bicycle. Those pictures were taken from the exercises book.

The examples of the warming up using pictures to the students were as

the following:

Teacher : Do you know what the picture it is? (I showed the picture

of car)

(37)

answered the questions in the Indonesian language. Consequently writing

the name of those pictures and guiding them to answer in English were

needed. In this step, the students were very excited. They did what I

asked clearly.

1.2Presentation

After giving warming up, introducing some vocabularies related to

the topic was done. In this stage, the information about what they should

learn was given. After that, some of the pictures related to the topic were

shown. The topic was about transportation. The pictures were taken from

the exercises book. Firstly, I told that there are three transportations; they

are land transportation, air transportation, and water transportation.

The sample of interaction while showing the pictures can be seen in the

following part:

Me : Do you know what it is?

(I showed a picture of plane)

Some students : Gambar pesawat Miss!

Some other students : Plane!

Me : Good. It is a plane. It is one of air transportations.

Now repeat after me, “It is a plane!”

The students : It is a plane.

(38)

commit to user

In presenting the material, sometimes games related to the material

were used. The games employed picture cards or flash cards. Then, the

class was divided into four groups. Every group consisted of three

students. The member of the group was decided by me.

Every group had to take five cards. In each card, there were some

questions that had to be answered by the group.

For example :

It is ...

How ....he go to Semarang?

Does he go to Semarang by car?

Yes, ....

The students had time limit in finishing these exercises. They got

five minutes to finish the task.

After they had finished the exercises, every group had to answer some

questions, as follows:

- What kinds of transportation that you have got?

(The students mentioned the transportations)

- Could you show me the picture of bus?

(The students showed the picture of bus)

In this step, the students looked enthusiastic in doing the game using flash

cards. Pictures could motivate the students and made them to pay attention

(39)

commit to user

28

the students, however, complained that the pictures given were too small

and not clear.

1.3Assessment

In this activity, individual exercise was given to the students. It had

a purpose to know whether or not the students understood about the

materials which have been learned together. The exercises were made by

me and were combined with some exercises in the exercises book. These

exercises consisted of reading, writing, speaking and listening skills.

Before doing the exercise, the instructions about how to do the exercise

were given to the students orally.

The pictures in the exercise were taken from the exercise book.

The material of the exercise was also based on the material which was

given.

1. Reading and Writing

The instruction in doing these exercises was given. The instruction was

asking the students to read the example first, and then to write the best

answer for each question likes the given example. Here are the

(40)

commit to user Look at the example!

(you/school)

It is a bicycle.

A : How do you go to school?

B : I go to school by bicycle.

(sister / market)

It is ……….

A : How …..sister go to market?

B : ...

2. Speaking

There were two main activities in speaking, they were giving questions

and practicing dialogue.

a. Question and answer

In this part, the students were chosen randomly. The students had

(41)

commit to user

30

Me : Yunus, what is this?

(I showed the picture of bicycle)

Yunus : It is a bicycle, Miss.

b. Practicing dialogue

In this part, the students practiced the dialogue available in the

exercise book and they had to practice it in front of the class.

The following is the example of the dialogue that the students

should practice.

3. Listening

In listening, the students should listen to what I said, and then the

students should put a tick to the picture I mentioned.

When I said “Father goes to Jakarta by plane,” the students should put

a tick to the suitable picture.

Over all, they did the exercises correctly. They could remember the

(42)

commit to user

The following is the example of pictures in listening exercise that the

students should do.

√

2. Students’ Comment about The Use of Picture in Teaching Vocabulary

To know whether or not the use of pictures in teaching vocabulary

was effective, a questionnaire about the use of picture in teaching vocabulary

was also given to the students. The students’ comments about the use of

pictures in teaching vocabulary are summarized bellow:

- Teaching vocabulary using pictures help the students to memorize the new

words.

- Pictures arouse students’ interest

(43)

commit to user

32

3. Advantages of Using Pictures in Teaching Vocabulary

There were some advantages of using pictures in teaching vocabularies. In

this part, advantages will be discussed into two parts; they are the advantages

for teacher and the advantages for students.

a.The advantages for the teacher

Pictures helped the teacher to visualize the vocabulary. Teaching

vocabulary using pictures aroused their interest; therefore teacher could

deliver the material and direct the students to memorize vocabularies

easily.

b.The advantages for the students

- The students could memorize the word easily.

Pictures aroused emotions and attitudes of the students. Pictures

projected would direct their attention to the lesson that they would

receive. Therefore pictures could help and support the students to

understand the meaning of the word memorable.

- The students could put across the meaning of vocabulary.

If they could memorize the word, they will also put across the

meaning of vocabulary easily.

4. Disadvantages of Using Pictures in Teaching Vocabulary

Teaching vocabulary using pictures also had disadvantage. In this part,

disadvantage will be also discussed into two parts. They are disadvantages for

(44)

commit to user a. Disadvantages for the teacher

- Teaching vocabulary using pictures needed more expense.

The consequence of teaching vocabulary using pictures was teacher

had to prepare the pictures. If the teaching material of the school was

limited, teacher had to search the pictures from the internet or buy the

book which contains vocabulary pictures. Therefore it would be more

expense for printing the pictures.

- Teaching vocabulary using pictures needed more time.

Teacher would need more time to search the pictures from many

resources and choose the proper pictures which will be given to the

students.

- Teaching vocabulary using pictures needed more energy.

When the pictures were shown, some students answered the questions

about the pictures spontaneously. Therefore, teacher needed more

energy to manage the class well.

b. Disadvantage for the students

Teaching vocabulary using pictures also gave disadvantage for the

students. If there were unclear pictures in teaching vocabulary, teaching

(45)

commit to user

34

D. The Problems of The Use of Picture in Teaching Vocabulary to The

Fifth Grade of SDN 03 Ngadiluwih

I found some problems in using picture when teaching vocabulary to the

fifth grade in SD Negeri 03 Ngadiluwih. The problems related to:

1. The clarity and the size of the pictures

Some of the students complained that the pictures were too small and unclear.

As a result, they often misunderstood the pictures. It disturbed the learning

process.

2. The limitation of the time

Teaching vocabulary using pictures needs time because some of the students

tend to answer the questions spontaneously when the pictures shown. In my

case the students’ answers were often incorrect. It made the class become

noisy. Whereas the allocated time was only 70 minutes. Therefore, it made

waste time because I had to talk more to the students to control the situation.

3. The lack of teaching material equipment

The school did not have adequate facilities to hold teaching using pictures.

(46)

commit to user

E. The Solutions for The Problems The Use of Picture in Teaching

Vocabulary to The Fifth Grade of SDN 03 Ngadiluwih

I should have some strategies to solve the problems that I have

mentioned above. They were:

1. The clarity and the size of the pictures

When teaching vocabularies using picture, the pictures that were not too

small were given and when explaining the material, showing the pictures to

the students were not only from the front of the class but from all directions.

2. The limitation of the time

Before giving the material, the instruction of the way to answer was given.

Students were asked to raise their hand before answering the questions. Only

the chosen students could answer the questions. Therefore, it could save the

time and reduce the noise in the class.

3. The lack of teaching material equipment

To solve this problem, bringing some of pictures related to the topic was

needed. The pictures which would be shown to the students were printed

(47)

Based on the discussion in chapter III, there are some conclusions that can

be drawn from this final project. The conclusions are as follows:

1. The Use of Picture in Teaching English Vocabulary

1.1. The use of picture in teaching English vocabulary

In teaching vocabulary to the fifth grade of SDN 03 Ngadiluwih,

pictures are used in some stages, they are in:

a. Warming Up

After giving questions to the students, three pictures as a stimulus were

given. The pictures were commonly known by the students, for

example car, bus and bicycle. Then the names of pictures showed were

written on the blackboard. In this activity, writing the name of those

pictures and guiding them to answer in English were needed.

b. Presentation

Pictures and games were used in introducing the vocabulary. The

games used flashcards or picture cards.

c. Assessment

In this assessment stage, pictures are used to assess students’ skill in

reading and writing, speaking and listening.

In assessing the reading and writing skill, the students were asked to

(48)

commit to user

In assessing the speaking skill, the students were asked to mention the

name of the pictures orally and to practice the dialogue available in

exercises book.

In assessing the listening skill, the students were asked to show the

pictures that the teacher mentioned.

1.2.Students’ comment about the use of picture in teaching vocabulary

- Teaching vocabulary using pictures help the students to memorize the

new words.

- Pictures arouse students’ interest

- Students found the class using pictures enjoyable.

1.3. Advantages of Using Pictures in Teaching Vocabulary

a. The advantage for the teacher

Teacher could deliver the material easily by using pictures in teaching

vocabulary.

b. The advantages for the students

- Students could memorize the word easily.

- The students could put across the meaning of vocabulary.

1.4. Disadvantage of Using Pictures in Teaching Vocabulary

a. Disadvantages for the teacher

- Teaching vocabulary using pictures needed more expense.

(49)

commit to user

38

- Teaching vocabulary using pictures needed more energy.

b. Disadvantage for the students

Unclear pictures in teaching vocabulary would make teaching

vocabulary process confuse the students.

2. The Problem and The Solution of The Use of Picture in Teaching

Vocabulary to The Fifth Grade of SDN 03 Ngadiluwih

2.1The problems of the use of picture in teaching vocabulary to the fifth grade

of SDN 03 Ngadiluwih are related to the clarity and the size of the

pictures, the limitation of the time, and the lack of teaching material

equipment

2.2The solution for the problems of the use of picture in teaching vocabulary

to the fifth grade of SDN 03 Ngadiluwih

a. The clarity and the size of the pictures

In explaining the material, the pictures that were not too small were

given. Showing the pictures to the students were not only done in

front of the class but also done from all directions.

b. The limitation of the time

Before giving the material, the instruction of the way to answer was

given. The intruction was they had to raise their hand before

answering the questions.

c. The lack of teaching material equipment

Bringing some of pictures related to the topic was needed to make the

(50)

commit to user B. Suggestion

Based on the observation in SDN 03 Ngadiluwih, there are some

suggestions which may be useful for SDN 03 Ngadiluwih itself, the English

teacher of SDN 03 Ngadiluwih, and for the students of SDN 03 Ngadiluwih. The

suggestions are as follow:

1. SDN 03 Ngadiluwih

SDN 03 Ngadiluwih should complete the teaching media especially teaching

English media. It can help the English teacher in explaining the material

easily.

2. The English teacher of SDN 03 Ngadiluwih

In teaching to young learners, the teacher is suggested to be creative and

make variation. Variety can be variety of activity, variety of pace, variety of

organization and variety of voice. It will make the students are interested in

learning the material.

3. The students of SDN 03 Ngadiluwih

The students should pay attention when the teacher gives the material

especially the pictures that related to the material. The students also have to

(51)

commit to user BIBLIOGRAPHY

Bowen, Betty Morgan. 1994. Look Here! Visual Aids in Language Teaching.

London: Macmillan Publishers Ltd.

Brewster, Jean. Gail Ellis. 1992. The Primary English Teacher’s Guide. London:

Penguin Books.

Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. New

Jersey: Prentice Hall.

Depdikbud Propinsi Jawa Tengah. 1995. GBPP Muatan Lokal SD Mata Pelajaran

Bahasa Inggris. Semarang.

Doff, Adrian. 1998. Teach English: A Training Course for Teachers. Cambridge:

Cambridge University Press.

Fletcher, Paul and Michael Garman. 1986. Language Acquisition. New York:

Cambridge University Press.

Gower, Rojer, Philips, Diana and Steve.1995. Teaching Practice Handbook. Great

Britain: Heiroman.

Harmer, Jeremy. 1998. The Practice of English Language Teaching. England:

Longman.

Hornby, A. S. 1995. Oxford Advance Learner’s Dictionary. Oxford: Oxford

University Press.

Philips, Sarah. 1996. Young Learners. New York: Longman.

Scott, A. Wendy and Lisbeth H. Ytreberg. 2000. Teaching English to Children.

New York: Longman

(52)

commit to user

Vale, David and Anne Feunteun. 1995. Teaching children English: a training

course for teachers of English to children. Cambridge: Cambridge

University Press.

Wright, Andrew. 1997. Pictures for Language Learning. Cambridge: Cambridge